EDU8415 Multi-Modal Texts and New Literacies
|Semester 3, 2012 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||24 May 2013|
Examiner: Kathryn Young
Moderator: Robyn Henderson
In a rapidly changing world there is increasing use of Information and Communication Technologies (ICTs) for social, economic, political and domestic purposes. Individuals interact daily with different social, cultural religious and ethnic groups, either face to face or through digital technologies, such as email and the internet, which are now an integral part of everyday life. Consequently print is now only one of many mediums available for facilitating the sharing of information and communication. Texts of today and the future are multi-modal and hybrid, embedding several modes and genres simultaneously, and they are delivered via a range of platforms. This has necessitated changes in both social and literate knowledge and behaviour. Literacy educators need to understand how ICTs influence, shape and transform social and literate practices and how they need to be proactive in the use of technology to achieve educational goals. They need to understand how the texts of digital electronics, delivered on a variety of platforms, are similar yet different from paper and print technologies. Knowledge about the codes and conventions of hybrid texts, their purpose and how they are constructed is essential in assisting future generations to participate actively, productively and ethically in their lives at and beyond school.
The purpose of this course is to provide opportunities for students to investigate the impact of Information and Communication Technologies (ICTs) on both social and literate practices and to consider the implications for literacy education. Students will consider different points of view on the impact of technology on literacy, in particular, reading. A study will be made of the characteristics of texts delivered via new platforms and the codes and conventions which aid in their construction and deconstruction. Students will draw conclusions about the techno-literacy practices required to be literate in the 21st century and develop literacy pedagogy to support critical engagement with these practices. The focus of the course will be on multi-modal texts and literate practices arising from technology rather than the specifics of the technologies themselves. NOTES: 1. This course (EDU8415) is available through INTERNET DELIVERY ONLY. There are NO print materials for this course. 2. For details of the technical requirements and accessing Internet study materials, please consult the following URL: http://usqconnect.usq.edu.au.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- explain how ICT's have influenced, shaped and transformed social and literate practices and identify the issues arising from these changes which are critical for literacy education and the unique contexts in which students are placed (Both assessment items)
- identify and explain how multi-modal texts and hybrid texts are constructed and read differently from mono-modal print-based texts (Both assessment items)
- identify the codes and conventions which assist the reading of multi-modal texts (Both assessment items)
- draw conclusions about appropriate content and pedagogy for literacy learning which acknowledge the impact of ICTs on social and literate practices (Both assessment items)
- translate their knowledge and conclusions about ICTs and literacy into a project relevant to their particular context, needs and interests (Project)
|1.||Defining a new communication order and identifying its impact on social and literate practices||30.00|
|2.||Investigating the multi-modal and hybrid texts of ICTs and the implications for teaching and learning how to read and use them||30.00|
|3.||Developing appropriate curriculum and pedagogy for the new communication order||40.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=03&subject1=EDU8415)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
There is no prescribed text for this course.
Anstey, M., & Bull, G 2000, Reading the visual, Harcourt, Sydney.
Cope, B., & Kalantzis, M. (eds) 2000, Multiliteracies: literacy learning and the design of social futures, MacMillan, South Yarra.
Kress, G 2003, Literacy in the new media age, Routledge, London.
Lankshear, C., & Knobel, M 2003, New literacies, changing Knowledge and classroom learning, Open Univeristy Press, Buckingham.
Luke, C 2000, 'What Next?', Toddler netizens, playstation thumbm techno-literacies, Contemporary Issues in Early Childhood, vol. 1, no. 1, pp. 95-100.
Snyder, I (ed) 2002, Silicion literacies: communication, innovation and education in the electronic age, Routledge, London.
Unsworth, L 2001, Teaching multiliteracies across the curriculum: changing contexts of text and image in classroom practice, Open University Press, Buckingham.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library. The gateway to education resources is here ... http://www.usq.edu.au/library/help/facultyguides/education/default.htm.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|NEGOTIATED PROJECT||50||50||09 Jan 2013|
|CRITICAL REFLECTION||50||50||06 Feb 2013|
Important assessment information
There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There will be no Deferred or Supplementary examinations in this course.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au/portal/custom/search/category/usq_document_policy_type/Student.1.html.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/help/referencing/default.htm
Students must be able to access, use and view multi-modal texts via a range of technologies in order to complete the course; eg, computer, the internet, email, film, television, video and CDROM.
The topic and style of the negotiated project will involve negotiation with the course examiner and will require a high degree of independent learning
Students are to use a recognised referencing system as specified by the examiner.
Students enrolling in WEB courses MUST have ongoing convenient and reliable access to the Internet in order to access course materials and participate in activities that will affect assessment. The levels of equipment required may change from time to time, with the most recent specification listed at http://www.usq.edu.au/currentstudents/computingstandards/default.htm. You can check whether your computer system meets these requirements from USQAssist (http://usqassist.usq.edu.au/).